8.1: What makes a school effective?

By: Amy West

Learning Objectives

1. Students should know the reasons why effectiveness in education is important.

2. Students should be able to understand the characteristics which make a school effective.

3. Given a list of characteristics, students should be able to identify whether they are effective or ineffective.

Introduction

People often talk about the importance of education and how schools need to improve. However, that is usually as far as the idea goes. This is because everyone has different definitions for what an effective school is and how to improve ineffective schools. Just because a student goes to school every day, it does not mean the school is doing the best job they can. There is always room for improvement, even in the best of schools.

Essentially, an effective school is one which is conducted in a safe environment by qualified teachers (Ashley, 2006). Everyone in the education field should have goals and high expectations for the school and its students (Ashley, 2006). Students should not only be taught academics, but also life skills (Ashley, 2006). There are many schools which are not at this level of effectiveness, though. Ineffective schools are most commonly found in high poverty areas (NEA, 2001). They typically are not well funded, do not have enough technology, and do not have highly qualified leaders (NEA, 2001).

Improving ineffective schools should be one of America's top priorities. A good education is the foundation of every qualified professional in this country. There have been many studies done to find out what makes high performing schools effective (Sadker, Zittleman, 2006). These studies show that there are six top factors which make a school effective, among other characteristics.

Positive Classroom Environment

The classroom environment is a very important aspect of an effective school. If a student does not feel safe or comfortable while in their classroom, they will not be able to focus on what is being taught.

It is essential that students feel safe while in school (Sadker, Zittleman, 2006). Even though 98% of teachers and 93% of students say they feel safe in their school, safety is still a topic of debate (Sadker, Zittleman, 2006). Making schools safe begins with teaching students respect, for themselves and others (Sadker, Zittleman, 2006). Another key step in safety is to identify student problems early, before the student turns to violence to solve them (Sadker, Zittleman, 2006).Aside from safety, it is also valuable for students to feel at ease while at school (Ashley, 2006). They should feel able to approach their teacher and other students (Ashley, 2006). The learning environment should also be open, clean, colorful, and inviting (Armstrong, 2002).

Qualified Educational Leaders

Having qualified leaders in the field of education is essential for success. These are the people who are around the children for approximately 35 hours each week. They are the people who will teach, inspire, and guide the students and they need to be qualified to do so.

The school leadership begins with the principal. The principal should be open and honest with teachers and staff (Ashley, 2006). They should make themselves approachable so teachers feel comfortable approaching them with new ideas (Ashley, 2006). Principals should allow their teachers to be creative and innovative in the classroom (Ashley, 2006). The other aspect of school leadership is the teachers. Schools should require that all of their teachers are highly qualified and fully certified (NEA, 2001). There also needs to be incentives for teachers who meet these requirements and do their job well (Lockheed, Levin, 1993). Incentives could include mentoring programs to help teachers adjust and loan forgiveness for those who teach in low performing schools (NEA, 2001).

Setting Goals

Setting goals for schools and students is an important process. It helps to motivate people when there is something specific to aim for. It is also a good way to show the clear path to success. The principal should work with the teachers to develop a plan and mission for the school (Sadker, Zittleman, 2006). Once they have done this, they should share it with the students (Sadker, Zittleman, 2006). Goals should include specific strategies and techniques for improvement and progress (NEA, 2001). Also, everyone should be pushed to work hard in order to achieve the goals and be successful and effective (Ashley, 2006).

"Happy Students" by proctoracademy is licensed under CC BY-NC-SA 2.0. 

High Expectations for Students

It is a known fact that people often live up to what is expected of them. If you do not expect much from a person, they often will not give you much. This is why it is crucial for teachers to expect their students to do well so there is a standard for students to uphold.

Each student should be expected to do their best on each assignment, despite previous performance or social background (Ashley, 2006). There is no reason that any student should be held to a lower standard than any other student (Ashley, 2006). When a teacher holds low expectations for a student, they tend to treat them differently (Sadker, Zittleman, 2006). They may even give those students less praise and less communication (Sadker, Zittleman, 2006). Once teachers have made their expectations clear to the students, they need to develop objectives that the students can excel in (Sadker, Zittleman, 2006).

Conducting and Implementing Research and Funding

It is necessary for schools to conduct research for many reasons. They need to use their research findings in order to find out what works in schools and what does not. Then, schools need to receive funding in order to implement plans that support the research findings.

Research should be conducted in many different ways in order to reach each student (Lockheed, Levin, 1993). Everyone in the field of education should pay close attention to the findings in order to figure out where next to go with the school curriculum (Lockheed, Levin, 1993). If the research shows that something is not working, the subject or technique should be discarded and a new plan should be implemented (Lockheed, Levin, 1993).

One of the biggest problems when it comes to funding in education is the difference of funds spent on students in high poverty areas compared to those in better financed schools (NEA, 2001). Low performing schools need the funding the most due to all of the resources they are already lacking (NEA, 2001). However, all schools need more funding in order to provide everything necessary for each student to get the best education possible (NEA, 2001).

Monitoring Student Progress

One of the best ways to see if the school curriculum is effective is by monitoring student progress. If a large majority of students are not progressing, it probably means that there needs to be massive curriculum changes. On the other hand, if only a few students are struggling, it most likely is a sign that they need extra help.

The best plan to have when monitoring progress is to take a well rounded approach since one test is not a good measure for everyone (NEA, 2001). Progress reports should be made so students can know their own strengths and weaknesses, as well as where they are now and future goals (Sadker, Zittleman, 2006). Students should be assessed in comparison to national averages as well as to see if they know the material (Sadker, Zittleman, 2006). There have also been studies done which show that doing homework is a good way to monitor progress and raise student achievement scores (Sadker, Zittleman, 2006).

Other Factors

Early Start

Typically, when a child starts attending school is based on their age. However, a child's age does not have much to do with their ability to learn. Some children may be ready to start learning earlier than the minimum required age. Educational studies have shown that children who attend early start schools receive better grades and have higher IQs as adults (Sadker, Zittleman, 2006).

Extended Learning

It is common sense that more time spent in school means more time spent learning. This exra learning time could help students who are struggling to catch up with their classmates (NEA, 2001). Other methods to extend learning include longer school years, more testing, more graded homework assignments, and more after school programs (NEA, 2001).

Better Behavior

One of the biggest complaints from well behaved students is that their teachers spend too much time disciplining students with behavioral issues (Ashley, 2006). When teachers have to stop their lesson in order to discipline a student, it causes a huge disruption for the rest of the class. Teachers need to be taught how to handle all of these minor interruptions, as well as major disciplinary issues, so that valuable learning time is not lost (Ashley, 2006).

Smaller Classes and Schools

Whenever a student is in the position to receive extra support and attention, they are likely to excel in their schoolwork. Small class size, particularly during elementary school, typically has a positive effect on students because they receive more individual attention (NEA, 2001). Studies have shown that, for older students, being in smaller schools is most beneficial (Sadker, Zittleman, 2006). It has been proven that students who attend small schools are more likely to pass their classes and attend college (Sadker, Zittleman, 2006).

"Group photo: partnership and Communication meeting 2012" by International Livestock Research Institute is licensed under CC BY-NC-SA 2.0. 

Community Partnerships

The saying, "It takes a village to raise a child," is true when it comes to a child's education, as well. A child will only benefit if teachers, parents, policy makers, and any other community figures are involved in their education (Ashley, 2006). It is also beneficial if all of these people involved share their ideas with each other about how to improve education (Ashley, 2006). It is extremely important for parents to have chances to be involved with their child's education by opportunities such as skill workshops and volunteer programs (NEA, 2001).

Student Driven Curriculum

There have been studies which have shown that when students have a hand in developing the curriculum, they are more invested in it (Armstrong, 2002). This is also a good way to develop assignments in which all learning styles are addressed (Armstrong, 2002). After all, the students are the ones who know how they learn best. Also, students have said that they learn better when assignments are individualized and engaging (Armstrong, 2002).

Technology

Using technology at schools and for homework can be a great thing for students. Technology can be an excellent motivational tool for students who are otherwise disinterested (NEA, 2001). Schools can also use technology to keep track of student behavior and to monitor progress (NEA, 2001).

Planning for the Future

It is vital that schools help prepare their students for the future. Students should leave school with the knowledge that lifelong learning is the key to success (Armstrong, 2002). Also, students who leave high school to enter the "real world" should have been taught the skills necessary for surviving it (Armstrong, 2002).

Conclusion

Education is the key to success in this country. It is vital that we do everything we can in order to ensure that each student gets the best education available. This is important because these students are going to be entering professional fields and, possibly, even teaching the next generation.

Simply attending school does not guarantee a good education. There are many factors which must be used together in order to build the best education possible. It is necessary for schools to have positive, open environments with highly qualified leaders. It is also crucial for schools to research progress in order to see what is or is not working so they are able to build a balanced curriculum.

A school does not just need to offer an education, they need to offer each student the best education they possibly can. By implementing as many of these factors as they can, a school can give each student a well rounded, successful, and effective education.

References

Armstrong, Sara (February 2004). What makes a good school: Students speak up at leadership forum. Edutopia, Retrieved September 10, 2008, from http://www.edutopia.org/what-makes-good-school-students-speak-leadership-forum

Ashley, D (June 2006). Creating an effective school. Curriculum Management Update, Retrieved September 10, 2008, from http://www.teachingexpertise.com/articles/creating-an-effective-school-1034

Lockheed, Levin (1993). What do we know about school effectiveness and school improvement. World Bank, Retrieved September 10, 2008, from www1.worldbank.org/education/est/resources/topic%20papers/Types%20of%20policy.doc

NEA (February 2001). America's top education priority: Lifting up low performing schools. National Education Association, Retrieved September 10, 2008, from www.nea.org/priorityschools/priority.html

Sadker, D, & Zittleman, K (2006). What makes a school effective?. McGraw Hill, Retrieved September 10, 2008, from http://www.education.com/reference/article/Ref_What_Makes_School/#

This page titled 8.1: What makes a school effective? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

• 9.1: What makes a school effective? by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students is licensed CC BY-SA 4.0.

8.2: How can mentoring support new teachers?

By: Nancy Currence

“In the mentoring process, reflection enables us to slow down, rest, and observe our journey and the process of self-knowledge that is so important along the way.” - Huang and Lynch, 1995

Introduction

Unlike many professions which allow a recent graduate to work side by side with an experienced professional, the teaching profession requires the new professional to be alone in a classroom gaining experience without the benefit of a seasoned professional watching over them. This isolation may lead to discouragement and high anxiety among novice teachers resulting in high attrition and low retention rates. A solution to this problem is implementing an effective mentoring program.

Imagine you’re the teacher in a high school classroom when a verbal argument begins between two young men. This is your first year of teaching and you are not much older than your students and have never been involved in a conflict like this. You are trying to remember what your textbook taught you to do in this situation, but things are escalating faster than you can think. You know you cannot leave the room in search of help nearby, but something must be done immediately. Before you can place a call for help, the argument escalates into a physical confrontation. By the time help arrives, the situation is way out of hand. Or, imagine you are sitting quietly grading papers when one of your students knocks on your door. She is obviously upset and crying and asks if she can speak to you. She tells you she is pregnant and her boyfriend wants her to have an abortion. Looking at this young girl you realize she not much younger than you are, and she has entrusted her future to you. You realize that not only is her future at stake but also the life of another human being. You feel overwhelmed with the burden of responsibility. Has your formal education really prepared you for this non-textbook experience? If your school has an effective mentoring program then you know where to go for assistance in resolving these issues or you may have already had a discussion about these issues with your mentor. At least you know you are not alone!

What is mentoring?

As defined by Webster’s Third New International Dictionary, mentor means “a close, trusted, and experienced counselor or guide.” Among many professions, such as physicians, engineers, architects, and lawyers, direct supervision by a licensed professional is required in order to obtain professional licensure. A mentor who can communicate hope and optimism is needed to assist a novice teacher with the transition into the profession of teaching. There are many different types of induction (or mentor) programs, but this one aims at under-girding novice teachers.

What is the role of a mentor?

A mentor can provide for the novice teacher direction and guidance in how to set up behavioral management plans for the classroom, how to be flexible when problems arise, knowledgeable information about the characteristics of students they will be teaching, information about the community and local activities available for the student, how to organize and manage their classroom, the school procedures and policies, and how to interact with the administration.

The agenda of the mentoring program is to pair a veteran teacher and novice teacher in a mutually satisfying relationship. Steve Metz, a veteran science teacher was happy to mentor Lisa a first year teacher, and expressed that “the hidden secret—now revealed—is that I received by far the better part of the bargain.” Lisa offered enthusiasm for teaching, which was infectious and stimulated Steve’s imagination again allowing him not only to help Lisa experience personal professional development but also rekindled his desire for continued professional growth.

Note

“My advisor kind of walked me through the year. She was always there to listen to my ideas, my reflections. I never felt alone, even when she wasn’t in the room…” - Moir, 2003

Why the need for a mentor program?

According to “School’s Out: The Crisis in Teacher Retention” approximately thirty percent of new teachers leave the teaching profession within three years; and associated with this is the estimated $2.6 billion annual cost due to this turnover (Alliance for excellent Education, 2004) which has brought about an increased awareness for the need of additional support for novice teachers. The mentoring program has been in the forefront of discussions as a method of retaining new teachers. First year teachers are known to show high levels of stress due to their lack of practical skills in the profession. They have difficulty balancing their work load of lectures, class interaction, resolving classroom issues, grading, administrative duties, and assuring that their lesson plan is addressing the standards of learning which is necessary for their evaluation as an effective teacher. It is evident that there is a need to retain new teachers and mentoring is one viable way to address this situation.

Note

“Mentors who assume the mentor role without adequately preparing themselves or their relationship are often disappointed and dissatisfied.” - Zachary, 2000

How to ensure a successful mentoring program

In order for the mentoring program to be successful, training is necessary for the mentor. Workshops can help the mentor become aware of issues that they will need to address with novice teachers. A detailed job description is also needed so the mentor is aware of the objectives of the program (Rowley, 1999). The program should be supervised and evaluated for effectiveness.

• A mentor should be a veteran teacher who demonstrate the ability to assist in the professional growth of a novice teacher

• A mentor should have a strong belief in the teaching profession

• A mentor should believe that all children can learn

• A mentor should be skilled in a wide range of teaching strategies

• A mentor should communicate well (verbal and written)

• A mentor should be sensitive and capable of maintaining confidentiality

• A mentor should be proficient in planning and organizing.
  E-Mentoring

• One problem that has been associated with the mentoring program is efficiently matching up mentors and mentees in their appropriate fields. This especially occurs in the area of special education. East Carolina University has come up with a successful option to this situation. They have established an e-mentoring program. The program is web based, using Moodle "(http://moodle.org), a free, open course management system." (Williams, J., Warren, S., 2007). The mentors are matched with new teachers in their field, usually in a distant school district from the mentor with similar grade levels and classroom situations. They are required to maintain weekly contact with their mentors and "participate in one learning module per semester. Modules address specific topics and needs expressed by new teachers" (Willialms, Warren, 2007). such as inclusion, managing classroom behavior, etc. These topics often lead to forums which groups can participate in and is moderated by a university facilitator. The teachers/mentors can share personal success stories, resourses and gain comradery through this method. This is a potential option for those districts that have distant schools where mentors are in short supply or there are special needs teachers with little or no menotrs available as well. (Williams, Warren, 2007).

• Reflection Summary

• As I embark on completing my formal education to become an educator I look forward to entering my profession yet I also feel great apprehension when realizing that without guidance I could be doomed to failure at what has been the dream of my life. However with the thought of a supportive mentoring program available for me I realize that the uncertainty of the first few years of teaching can be rewarding. I would look forward to working side by side with a veteran mentor who has been trained and is qualified to assist me in my new endeavor with optimism and hope of becoming an effective educator.

• I had the opportunity to interview Leigh R. Quick, School Board, District 3, New Kent County who was instrumental in creating a mentoring program for New Kent County. I asked what goal she set when preparing the mentoring program and she replied, “to make new teachers feel welcome, give them resources (a mentor, as well as a written guide), and help prepare them as much as possible. I knew their success would translate into good instruction for our students and, hopefully, they would decide to stay a long time.”

• I believe that the mentoring program is a great opportunity for novice teachers and will dispel many of the fears and trepidations facing someone new to the profession. While research indicates that the mentors greatly benefit from this experience and grows professionally while interacting with novice teachers. This interaction appears to counter the inevitable stagnation and complacency that may occur when a teacher has been teaching the same thing the same way for many years. Many experienced teachers express a renewed interest in the profession as a result of being a mentor. Mentoring can be a win-win situation for both the mentor and the novice teacher.

Note

“The real-life classroom presents questions that only real-life experience can answer." - Zachary, 2000

Essay

How do you view the role of a mentor?

Essay Response

I believe a mentor is someone who enjoys their profession and wants to share their knowledge and experience with others. A mentor is someone that familiarizes you with the school and the community where you will be teaching. They will give you advice about daily classroom management, they will inform you of successful behavioral management plans for the classroom, explore first day strategies for the upcoming school year, help with individual problems as they arise and offer positive reinforcement. They will be your sounding board and bridge the gap from formal education to real-life classroom experiences. But most of all a mentor is someone who cares.

References

Cochran, L, & Reese, S (2007). Preparing the New Teacher. Techniques, 82.6, Retrieved Feb 28, 2008, from http://find.galegroup.com/itx/start.do?prodId-ITOF.

Huang, C, & Lynch, J (1995). Mentoring: The Tao of Giving and Receiving Wisdom.San Francisco: Harper San Francisco.

Liston, D, Whitcomb, J, & Borko, H Too little or too much: teacher preparation and first years of teachings. Journal of Teacher Education, 57.4, Retrieved Feb 21, 2008, from http://find.galegroup.com/itx/start.do?prodId-ITOF.

Martinez, K (2004). Mentoring new teachers: promise and problems in times of teacher shortage. Australian Journal of Education, 48.1, Retrieved Feb 27, 2008, from http://find.galegroup.com/itx/start.do?prodId=ITOF

Moir, E (2003).Launching the Next Generation of Teachers Through Quality Induction.

New Kent County Schools. A Guide for New Teachers and their Mentors [Brochure]. New Kent, VA: Leigh Quick.

Rowley, J (1999/08/31). The Good Mentor: What It Takes To Be Effective. Retrieved Feb 27, 2008, from http://www.edutopia.org

There's a crisis in America's high schools. Retrieved Feb 27, 2008, from Alliance for Excellent Education Web site: www.all4ed.org/node/13

Zachary, L (2000). The Mentor's Guide. San Francisco: Jossey-Bass.

(1993). Webster's Third New International Dictionary of the English Language. Springfield: Merriam-Webster, Inc.

Holloway, J, H. "The Benefits of Mentoring.". Retrieved April 20, 2008, from National Education Association website: <www.nea.org/mentoring/resbene050603.html>.

Williams, J. Warren, S. (Summer 2007). E-Mentoring: Supporting First Year Educators and REjuevenating Veteran Teachers. Italic textThe Delta Kappa Gamma BulletinItalic text 73 no4 9-11, 39.

The “Benefits of Mentoring” is a good article because in the article the author writes about how the mentors need to be trained for the mentoring program to be effective. The novice teachers will learn more form the teachers that have been trained to mentor new teachers. In the article the author also writes about how the mentor teachers help the new teachers. The mentors help the new teachers by teaching them how to write lesson plans and observe there classes so the mentors can provide feedback on how the new teachers can improve. Even though the author of the article that I am editing included that the mentors need to me trained, I feel that “The Benefits of Mentoring” will expand on the subject of training mentor teachers.

This page titled 8.2: How can mentoring support new teachers? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

• 9.2: How can mentoring support new teachers? by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students is licensed CC BY-SA 4.0.

8.3: Is pre-kindergarten the solution to early intervention?

The direction in which education starts a man will determine his future life. - Plato

Learning Objectives

• Identify arguments that support pre-kindergarten education.

• Identify arguments that oppose pre-kindergarten education.

• Understand the vital role teachers have in the success of a pre-kindergarten program.

• Understand the significance of parental involvement in measuring long-term academic gains for children who attend pre-kindergarten.

Introduction

One of the most critical decisions a parent will make is when and where to begin their child’s formal education. Various schools of thought exist on the matter ranging from beginning a traditional academic curriculum once the child is toilet trained to retaining the child in the home so the parent can home school. A commonality exists in all cases and that is the expectation for the preschooler to gain a solid foundation in academics, social interaction, and cognitive functioning in order to enable their future scholastic achievements. Before enrolling a child in any sort of preschool program, it is imperative the parents evaluate their child’s readiness and define their expectations for the preschool program. In a 2005 study conducted in Charlottesville, Virginia, researchers found dissimilarities between the expectations of teachers and the expectations of parents for preschool children (Lane, Stanton-Chapman, Jamison & Phillips, 2007). Their findings suggest the importance of communication between teachers and parents and the necessity of making the child aware of the desires of both (Lane et al., 2007). A child’s success in any early childhood education program hinges on the guidance given to them by their parents and teachers.

The Pros

Potential for Early Identification

Proponents of pre-kindergarten education identify the potential for early identification of learning disabilities as a basis for their position. Early identification increases the likelihood the child will achieve greater academic gains and avoid the development of secondary problems (Steele, 2004). These secondary problems include “frustration, anxiety, behavior problems, greater academic deficiencies, and subsequent motivation problems” (Steele, 2004, pp. 75–76). As with any prospective problem, an early diagnosis increases the chances of improvement. Thus, experts in various fields agree the ages between birth and five are crucial for early detection of a child’s learning deficits (Steele, 2004).

The Early Impact (EI) Program

According to Larmar and Gatfield (2007), “The Early Impact (EI) Program is an early intervention and prevention program for reducing the incidence of conduct problems in pre-school aged children” (p. 703). A 2006 study regarding the effectiveness of the program surveyed 455 preschool children and found significant gains in the management of behavior problems in pre-kindergarten students (Larmar & Gatfield, 2007). Additionally, parents, teachers, and students all acknowledged a positive regard for the EI program (Larmar & Gatfield, 2007). Implications of such research suggest the possibility for implementation in preschools across the country with the prospect to negate behavior problems in a child prior to them entering kindergarten thus reducing the need for further discipline at the elementary school level.

Greater Academic Gains/Closing the Gap

It has been widely noted that significant academic gaps exist for children of low socioeconomic status and varied multicultural backgrounds (Perez-Johnson & Maynard, 2007). According to Perez-Johnson and Maynard (2007), “Our focus on the period of early childhood stems from two critical research-based observations. First, early childhood is when achievement gaps first emerge. Second, early childhood represents an optimal period for intervention, because gaps compound and become more costly and difficult to address as time passes by” (p. 588). It is their belief that if a child from a disadvantaged background can be reached at an early point, then it is plausible they will enter kindergarten on a “level playing field” (Perez-Johnson & Maynard, 2007). Although it seems Caucasian children are more likely to be enrolled in preschool programs assessed to be of better quality, African-American and Hispanic children are still benefiting greatly from their attendance in government sponsored programs such as Head Start.

Proponents of a universal pre-kindergarten program cite the potential to balance the academic performance levels of all U.S. children as a paramount purpose to substantiate their cause.

The Cons

Pre-K Isn't Cost Effective

With the recent presidential election, this topic has been thrust to the center of a national debate. Critics question spending scarce state and federal resources on the education of preschoolers when students in upper grade levels are not performing as expected. In a recent Wall Street Journal article, two contributors from the Reason Foundation presented evidence against President Obama’s claim that “every dollar spent on preschool will produce a 10-fold return” (Dalmia & Snell, 2008). It is their assertion a universal preschool program would be of little value until the failures of the K-12 system can be repaired (Dalmia & Snell, 2008). In Virginia, only 13 percent of those children enrolled in preschool attend a state funded program (VA Snapshot, 2009). Thus, parents who do not meet the guidelines for a state funded program are left to bear the financial burden of enrolling their child in a private preschool. Critics assert that whether the burden is assumed by the state or the parent the gains do not substantiate the cost.

Lack of Parental Involvement

Opponents of mandatory pre-kindergarten contend instruction becomes less advantageous if concepts learned are not reinforced in the home by the caregivers. A study including 77 children attending a Head Start program examined the relationship between a child’s language acquisition skills and “parental nurturance” (Merlo, Bowman & Barnett, 2007). Researchers followed up with the 77 students approximately four years later and found those who lived in a more loving home environment with greater parental involvement displayed greater gains in their early reading skills (Merlo et al., 2007). Unfortunately, no universal preschool program in the world can compel parents to maintain an active interest in their child’s academic progress if they choose to be estranged from the learning process.

Inappropriate Curriculum

Currently, preschools, especially private ones, vary widely on the type of programs implemented in their institutions. Additionally, many early childhood educators are not trained to differentiate instruction for students who perform on either end of the academic spectrum. While much focus remains on the early childhood special education, those students who may later be categorized as gifted are left behind. Also, those students characterized as “twice-exceptional preschoolers” can often be overlooked in the preschool classroom. This term refers to those students who may have academic deficits in one area but show extraordinary abilities in another (Chamberlin, Buchanan & Vercimak, 2007). Recommendations for the improvement of preschool curriculum include the merging of special education and gifted education methods to reach children at every sector of the academic continuum (Chamberlin et al., 2007).

Conclusion

In examining the plethora of opinions on early childhood education, certain factors must exist in order for a child to attain lasting academic benefits from their pre-kindergarten instruction. These include open communication among teachers, parents, and students, clearly defined expectations for the young pupils, proper training of early childhood educators, and ample parental involvement. With such components in place, children can derive many advantages from their attendance in pre-kindergarten program including possible early identification of learning disabilities, a decrease in problematic behaviors, and a more level playing field. However, since each child is different, every case needs to be considered on an individual basis with the well-being of the child remaining the primary focus.

As a parent who has research the subject in depth on behalf of my own child, I would like to offer the following advice for others now making similar decisions. First, know your child. This sounds simple but some programs focus on social growth while others stress academic gains. Enroll your child in a program that best suits them. Second, evaluate your options based on cost, transportation availability, accreditation, and any other elements you find important in a preschool program. Prior to enrollment, interview the director, observe the classroom your child would join, and, if possible, speak with your child’s prospective teacher to gain a sense of his or her teaching philosophies. Lastly, I would advocate you trust your instincts both as a parent and as a current or future educator. If the program you are considering does not seem to fit your child’s needs, then find one that does. Likewise, if you feel teaching your child the basic skills from home is most beneficial, you should provide ample opportunity for socialization through playgroups and work diligently from home to ensure your child is prepared for kindergarten. Simply, a mandatory pre-kindergarten is not the answer. The answer lies in allowing parents to make decisions based upon the best interest of their child and trusting their determinations.

References

Chamberlin, S., Buchanan, M., & Vercimak, D. (2007, January 1). Serving twice-exceptional preschoolers: Blending gifted education and early childhood special education practices in assessment and program planning. Journal for the Education of the Gifted, 30(3), 372-394. (ERIC Document Reproduction Service No. EJ756559) Retrieved January 31, 2009, from ERIC database.

Dalmia, Shikha, and Lisa Snell (2008, Aug 22). Protect our kids from preschool. The Wall Street Journal. Retrieved February 1, 2009, from <online.wsj.com/article/SB121936615766562189-email.html>.

Lane, K., Stanton-Chapman, T., Jamison, K., & Phillips, A. (2007, January 1). Teacher and parent expectations of preschoolers' behavior: Social skills necessary for success. Topics in Early Childhood Special Education, 27(2), 86-97. (ERIC Document Reproduction Service No. EJ786586) Retrieved January 31, 2009, from ERIC database.

Larmar, S., & Gatfield, T. (2007, January 1). The early impact program: An early intervention and prevention program for children and families at-risk of conduct problems. Journal of Early and Intensive Behavior Intervention, 4(4), 703-713. (ERIC Document Reproduction Service No. EJ805604) Retrieved January 31, 2009, from ERIC database.

Magnuson, K., & Waldfogel, J. (2005). Early childhood care and education: Effects on ethnic and racial gaps in school readiness. Future of Children, 15(1), 169-96. Retrieved January 30, 2009, from ERIC database.

Merlo, L., Bowman, M., & Barnett, D. (2007, January 1). Parental nurturance promotes reading acquisition in low socioeconomic status children. Early Education and Development, 18(1), 51-69. (ERIC Document Reproduction Service No. EJ772206) Retrieved January 31, 2009, from ERIC database.

Perez-Johnson, I., & Maynard, R. (2007, October 1). The case for early, targeted interventions to prevent academic failure. Peabody Journal of Education, 82(4), 587-616. (ERIC Document Reproduction Service No. EJ780707) Retrieved January 31, 2009, from ERIC database.

Steele, M. (2004). Making the case for early identification and intervention for young children at risk for learning disabilities. Early Childhood Education Journal, 32(2), 75-9. Retrieved January 30, 2009, from ERIC database.

Virginia Snapshot. (2009). Retrieved February 1, 2009, from Pre-K Now: <http://www.preknow.org/resource/mapping/snapshot.cfm?scode=va>.

Picture Retrieved February 1, 2009, from Wikimedia Commons: <http://commons.wikimedia.org/wiki/File:Crayola_24pack_2005.jpg>.

Quote Retrieved February 1, 2009, from Wikiquote: <http://en.wikiquote.org/wiki/Plato>.

Additional information on the history of pre-kindergarten in the United States Retrieved February 1, 2009, from The Center for Public Education: <www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.2556065/k.E644/Prek_What_the_research_shows.htm#history>.

This page titled 8.3: Is pre-kindergarten the solution to early intervention? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

• 9.3: Is pre-kindergarten the solution to early intervention? by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students is licensed CC BY-SA 4.0.

8.4: What are the benefits of school and community partnerships?

By: Shelby C. Blair

“I could sit in my garage all day long and that doesn't’t make me a car. I can sit in class all day and that does’t make me a student. It is what you DO that makes you a student.”

Jamie Accashian, Principal

Learning Objectives

• Define and give two examples of what a School and Community Partnership is.

• Have working knowledge of what Communities In Schools is.

• Name two benefits of School and Community Partnerships.

Introduction

Let's imagine this scenario. You are a first year freshman English teacher. You have a student who has the potential to be very successful. However, you have noticed recently that he has skipped classes, not turned in assignments, and went from makings "B's" to "D-'s" and "F".

You talk to the student and he tells you that he has had to take on two jobs to help support his family. What do you do? How can you help him?

What is School and Community Partnerships

A school-community partnership involves "the connections between schools and community individuals, organizations, and businesses that are forged to promote students' social, emotional, physical, and intellectual development" (Saunders, 2001).

These organizations can give money or volunteer their time and services. A few ways they can volunteer their time is by mentoring a student, tutoring, or just allowing a student to shadow them.

Why do we need Community Partnerships in our Schools?

Schools are being held accountable for students learning and what they know. However, schools cannot do this alone. This is where school and community partnerships come into play. In these different partnerships students are given the best opportunities to succeed in school because the community can sometimes provide resources that schools cannot really afford to provide. In a personal interview with Mr. Bob Cartwright, he said that, "in tight monetary times, the financial advantages to the school are apparent" (B. Cartwright, personal communication, September 30, 2008).

What is Community In Schools?

Communities In Schools (CIS) is a nationwide organization that helps to prevent students from dropping out of school and being prepared to become active and productive citizens in their communities (Communities in Schools At A Glance). CIS is a place where students can feel safe and feel as though someone actually cares about what happens to them. They are free to learn and not worry about being bullied. For some they are given a second chance at an education. One thing CIS helps to provide is alternative high schools that offer both day and night programs.

The teacher in the above scenario could recommend this to her student. The principal and the faculty would have worked with the student to help him be able to work to help his family and to still get his degree. They could even transpose his work experience into high school credit and work with his job to make sure he is able to attend school. The teachers are caring and go out of their way to help their students. I know all of this because I was lucky enough to experience it. I was that student that wanted to learn but had a hard time functioning in regular high school. The night school program was strict, as with any Community In Schools (CIS) program. Attendance is mandatory and if you miss so many days of school, you are dimissed from the program until the next semester. (B. Cartwright, personal communication, September 30, 2008).

After my sophomore year, I was dealing with more family issues at home and being picked on at school. It got to the point that I really did not want to go to school and begged to be sent to a private school. Private school was not feasible and I had heard about an alternative high school that my best friend attended. It was called Burger King Academy, and the only ties we had to Burger King were that we received generous amounts of monetary funding from them.

We were still a public high school in Chesterfield County, VA. The school is now called Community High School. I actually felt free at school to learn and not be fearful of being picked on because it was simply not tolerated. Our principal was not only a leader for us but also a mentor. The teachers were able to really get to know me there because there were fewer students in my class. I had a relationship bond with them that if something was bothering me I could talk to them about it and I knew they would help me if they could. They were some of the inspirations in why I wanted to go into teaching. I still talk and visit with them today.

Benefits of School and Community Partnerships

There is research out there about the many benefits of community and school partnerships. One benefit is opportunities for students to take what they have learned in the classroom and apply it to a project that is meaningful (Bouillion and Gomez, 2001). One way this is happening is through a program called, Junior Achievement. This program pairs business professionals with students in local schools. I remember being in middle school and participating in Junior Achievement in one of my classes. Our class was broken up into groups and we were to form our own businesses. We had to come up with everything from the product to the price and everything in between.

A second benefit is students are able to build real relationships and networks to prepare them for the "real world". Through Communities in Schools, as well as other regular high schools, students are given a chance to network with professionals in the business world through cooperative education programs. A student at a CIS school would work during the day and turn in the work to the teacher. The class would be more of an independent study course.

A third benefit is one that affects students' attendance rates. Research done by Sheldon (2007) has shown that the stronger the connection between school and community partnerships, the better school attendance is. Students test scores on achievement test went up when schools partnered with the community (Sheldon, 2003). When schools and communities partner together students graduation rates increase According to Chesterfield County Public Schools website, more than 1,000 students graduated from Chesterfield County Public Schools with the help of CIS. In my personal interview with two people who worked in a Communities in Schools (CIS) High School, I asked them about the benefits of Communities in Schools (CIS). According to Coach Jamie Accashian students benefit both "financially" and through "marketable skills that would lead to direct employment" (J. Accashian, personal communication, September 22, 2008). A teacher at the night school program said, "A hand-picked, and volunteer staff that was more in tune with the needs of, and approaches to, these special situation students" (B. Cartwright, personal communication, September 30, 2008).

Note

"As I reflect, I keep remembering the students that could see the light at the end of the tunnel, and who could, quite often, say that they were proud of setting and reaching a goal for the first time in their lives. But they need not say it; it was always apparent in their positive attitudes, and their proud smiles." ~ Mr. Bob Cartwright

Conclusion

School and Community partnerships can provide students today with a better education and help with the demands put on the schools to meet expectations set by federal and state education mandates. The partnerships can provide monetary and non-monetary support. Through Communities in Schools students can have access to resources that can help them succeed in school. The benefits of community and school partnerships are numerous. In a world that is changing every moment and with more pressure being put on teachers to make sure students meet high standards of excellence, the community can help. In my opinion all we need to do is ask.

References

Accashion, J. (n.d.) from Chestefield Community High School website Chesterfield Community HIgh School: Myths and Legends www.chesterfield.k12.va.us/Schools/Community_HS/FAQ/Misconceptions.html

B. Cartwright (personal communication, September 30, 2008) en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Edition_3/Foundations_Table_of_Contents/Chapter_9/9.4.2/Interviews

Bouillion, L. M., & Gomez, L. M. (2001). Connecting School and Community with Science Learning: Real World Problems and School - Community Partnerships as Contextual Scaffolds. Journal of Research in Science Teaching,38(8) 878-898.

Chesterfield County Public Schools 2008, Communities in Schools of Chesterfield. (n.d.) Retrieved September 19, 2008, from www.chesterfield.k12.va.us/CCPS/community/community.htm

Communities In Schools (n.d.). Communities In Schools At A Glance/ Retrieved September 19, 2008, from www.cisnet.org/member/library/resources/downloads/Communities%20In%20Schools-At-A-Glance%20Final.pdf

J. Accashion (personal communication, September 22, 2008) en.wikibooks.org/wiki/Foundations_of_Education_and_Instructional_Assessment/Edition_3/Foundations_Table_of_Contents/Chapter_9/9.4.2/Interviews

Sanders, M. G. (2001). The Role of "Community" in Comprehensive School, Family, and Community Partnership Programs. The Elementary School Journal, 102(1), 19-34.

Sheldon, S. B. (2003). Linking School-Family-Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests. The Urban Review, 35(2), 149-165.

Sheldon, S. B. (2007). Improving Student Attendance with School, Family, and Community Partnerships. The Journal of Educational Research, 100(5), 267-275.

This page titled 8.4: What are the benefits of school and community partnerships? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

• 9.4: What are the benefits of school and community partnerships? by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students is licensed CC BY-SA 4.0.

8.5: How can we create positive learning environments?

By Karen Jordan

Introduction

Why do children in today's classroom like or dislike school? How can a child have confidence in his ability to learn? What motivates a child to learn? An enthusiastic teacher can create a positive learning environment that will give a child a positive attitude toward school. He will be motivated by interesting learning experiences and strive to meet his potential because there is an enthusiastic teacher that sees the value of his contribution to the classroom family. The teacher is the thermostat that will control the classroom climate. The elements of a well-planned physical structure, effective behavior management and the caring teacher will blend together and create a positive learning environment.

Physical Environment

According to Konza, Grainer & Bradshaw (2001) in their book, Classroom Management: A Survival Guide explains that the physical environment within a classroom is an indicator of your expectations as a teacher. Before the school year begins, the foundation for the class must be established by the physical arrangement of the classroom. The first step in establishing conditions for learning and preventing behavior problems is to create an orderly setting. “The physical environment can influence the way teachers and students feel, think and behave.” (Stewart, Evans, and Kacyzynski, Winter 1997, p. 53). A classroom that has an aesthetic appearance and is well organized can have a positive effect on student behavior, allowing for more frequent and quality teacher-student interactions without excessive noise or disruptions. (Stewart, Evans, and Kacyzynski, Winter 1997, p. 53).

The first thought in arranging the classroom is to make sure the teacher's desk is located with a bird's eye view of the classroom. The desks should be arranged to promote learning, and consideration should be given to the inclusive classroom. Analyze the specific activities you will incorporate in your lessons and design areas for this purpose, and when possible allow students to help decorate these areas. Designate an area of the classroom to display the student's work. All age groups like to see their work displayed. (Stewart, Evans, and Kacyzynski, Winter 1997, p. 53). Other options for classroom decor are to creatively post classroom rules, the students assignments and emphasize a new unit or new skills. Bulletin boards are another key area for decoration. They should be should not be cluttered, but attractive, and changed frequently. Plants are another means to make the classroom environment aesthetically pleasing. (Nevin, Knoblock, 2005 p. 19).

Behavioral Environment

Chris Johnson has stated that the Chicago Fire Department spends 80% of their budget on the prevention of fires. They spend less than 20% of the remaining budget putting out the fires. Prevention is the key to a controlled classroom environment (Meyers, 2007, p. 22). From the very beginning of school, the teacher needs to establish the leadership roll.(Meadows, Melloy, Yell, 1996, p. 124.). Start by setting up the routines the first month of school. Get to know the students—who they are, their interests, and what kind of learning experiences are motivating to them (Meyers, 2007, p. 22).

From the very beginning, the teacher must establish what she expects from the students. “Rules: This is your opportunity to set yourself up for a year of happiness, or a year of grief-the decision is yours” (Meyers, 2007, p. 22). The rules should be brief and specific, presented in a positive manner, and limited to five or six important rules (Meadows, Melloy, Yell, 1996,.p. 124). They should not be just listed and recited; instead, create a special assignment for each of the important rules you want to emphasize . Build “student ownership and include students voices and input. Finish the lesson with a follow-up that encourages students to think about, discuss and reflect upon the need for the rule in their classroom (Meyers, 2007, p. 22)”. Once the rules are established and understood, it is crucial that the consequences are enforced consistently (Meadows, Melloy, Yell, 1996,.p. 124).

Classroom behavior is also directly related to the teacher's structure of the class. Effective classroom managers are aware of what is taking place in the class and maintain student involvement (Meadows, Melloy, Yell, 1996, p. 124). The attention of the students is increased by repeatedly giving clear instructions and keeping the pace of the instruction moving as rapidly as the class is capable. Appropriate assignments, feedback and making smooth transitions between subjects will help the students be more attentive during class. Another element that is crucial to the structure of the classroom is positive reinforcement. Given consistently, students are motivated to choose appropriate behavior. Wise choices for positive reinforcement would be positive notes and phone calls to parents, rewards, extra privileges and meaningful praise (Meadows, Melloy, Yell, 1996,.p. 124). A teacher that is effective in creating a positive learning environment will “act more than react.” Meadows, Melloy, Yell, 1996, p. 124).

The student that creates behavior challenges for the teacher can pose problems within a positive environment, since it does not solve all problems. In my own experience, I have had a difficult child that was diagnosed ADHD and oppositionally defiant. This was only the beginning of the student's symptoms. The child was a first grader and yet could not remain in his seat or sit quietly. It was not unusual for the child to be redirected to his seat 50 times in a single day. I decided to try giving this student freedom to move as he needed by creating a large boxed area with tape and giving him two desks approximately six feet apart within that space. He has freedom to move around as he needs, but he MUST stay within his box. To help with his talking out, his voice must remain in the box as well. I provided the student with his own trash can, water bottle, pencil sharpener, and extra puzzles to occupy him during transitional times in class. This has proven to be highly effective for this student, reducing the number of redirections to his seat to approximately eight times, but what works for one may not work for another. The point is that a teacher needs to be creative in an inclusive classroom.

Emotional Environment

It is the teacher who establishes the climate for the classroom. An enthusiastic teacher can supply motivation for students in a positive learning environment. “Stimulating teaching has been described as entertaining, motivating, interesting, and thought-provoking (Nevin, Knoblock, 2005 p.19).” A teacher's attitude affects how children perceive school. She should have high expectations of their students and believe they are all capable of learning (Stewart, Evans, and Kacyzynski, Winter 1997, p. 53).

Note

Enthusiastically Create a Positive Learning Environment and Build a Positive Relationship with Students (Nevin and Knoblock, 2005, p. 18)

Smile, laugh, show emotion, and a passion for learning. Greet students personally. Engage students in activities will ask them to share their personal experiences. Switch tasks to frequently and encourage more experiential styles of learning in class. Acknowledge positive behavior and use language that is positive. Avoid embarrassing the students. Keep good eye contact and use humor. .

Every child has a need for acceptance and therefore the teacher needs to have a good relationship with each of the students. A teacher that focuses on the individual needs of each of the students will enthusiastically adapt the instruction to the various learning styles and at the same time make special provisions for diversity (Stewart, Evans, and Kacyzynski, Winter 1997, p. 53).

Conclusion

A positive learning environment in the classroom is possible with an enthusiastic teacher that builds a personal relationship with the students. Preparation must begin before the first day of class. The foundation needs to be laid from the beginning with the establishment of the rules that are consistently enforced throughout the remainder of the year. The teacher must be structured, conscientious and vary the lessons according to interest, learning styles and diversity. The enthusiastic teacher that has created a positive learning environment has a classroom that is motivated to learn.

References

Konza, Grainger, and Bradshaw. (2001). Classroom Management—A Survival Guide .

Meadows, Melloy, and Yell. (1996). Behavior Management as a Curriculum for Students with

Emotional Disorders. Preventing School Failure, v40 pp. 124–130.

Meyers, J. (2007). Creating A Positive Classroom Environment. Etfo Voice, pp. 22–23.

Nevin, N. A., Knoblock, N. A., (2005, Jan-Feb). Is Your Classroom the Happenin' Place to

Be? The Agricultural Education Magazine, pp17–19.

Stewart, S. C., Evans, W. H., Kacyzynski, D. J., (Winter1997). Setting the Stage for Success:

Assessing the Instructional Environment. Preventing School Failure, v. 41, pp 53–56.

This page titled 8.5: How can we create positive learning environments? is shared under a CC BY-SA license and was authored, remixed, and/or curated by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students.

• 9.5: How can we create positive learning environments? by Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students is licensed CC BY-SA 4.0.

In this chapter, students embark on a comprehensive exploration of the foundational principles that contribute to the effectiveness of schools and the development of supportive school communities. 

• The chapter emphasizes the importance of pre-kindergarten education and early intervention programs in promoting school readiness and addressing developmental challenges.

•  Furthermore, students evaluate the transformative benefits of strong school-community partnerships, including improved student outcomes, enhanced access to resources, and increased community engagement in education. 

• Finally, students are equipped with the knowledge and skills needed to create and maintain positive, inclusive learning environments that foster student engagement, well-being, and academic achievement, reinforcing the pivotal role educators play in shaping nurturing and successful educational experiences for all stakeholders. 

1. How do leadership, teacher quality, and a positive school culture collectively contribute to making a school effective? Can you provide examples or experiences that illustrate the impact of these factors on the learning environment?

2. As future educators, how can you prepare yourselves to effectively mentor and support new teachers in their initial years in the profession? What strategies or resources do you think would be most valuable in this mentoring process?

3. What are the key advantages of pre-kindergarten education and early intervention programs in promoting school readiness and addressing developmental challenges? How can educators and communities work together to ensure that these programs are accessible and effective for all children?

Further Reading 

• https://socialsci.libretexts.org/Courses/Fresno_City_College/Education_30%3A_Introduction_to_Education_(Perez)/08%3A_Effective_Schools?readerView

• What is a Positive Classroom Environment: Classroom management by Beasley and Haulmark 

• Direct learning and Discovery methods of teaching by Kidd et. Al 

• 9.1 Environments by Jordan 

8: Philosophical Foundations of American Education Read Chapter 9 

• Educational Philosophy 3.1-3.4 by Kidd et. al 

• What is an Educational Philosophy? By Beasley and Haulmark 

• Ethics 3.7 by T. Burrell What does it mean to be an ethical teacher?